Managing Unhealthy Relationships wellbeing lesson plan
A secondary wellbeing lesson for Years 6 to 9 that helps Australian teachers introduce healthy and unhealthy relationship patterns through a structured, ready-to-teach lesson. Students learn to recognise the difference between relationships that build them up and those that bring them down, understand the part respect, boundaries and communication play in friendships and relationships, and practise safe ways to respond and seek support when a relationship feels unhealthy.
Healthy Relationships & Communication
Snapshot
Managing Unhealthy Relationships
This lesson gives teachers a structured way to help students think through what a healthy relationship looks like and how to respond when a relationship feels unhealthy. Feedback: 4.3/5 from 193 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unhealthy relationship patterns and practising respectful, supportive responses
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise the difference between relationships that feel supportive and those that feel unhealthy
identify signs of pressure, control or unfair treatment in a friendship or relationship
recognise when a relationship pattern is affecting how someone feels about themselves
Understand
understand that healthy relationships involve respect, trust and fair treatment on both sides
understand that setting a boundary is a normal and reasonable part of a healthy relationship
Practise
practise language for expressing a boundary or concern respectfully
practise identifying safe ways to respond when a relationship feels unhealthy
practise identifying trusted adults or support options they could speak to
Who this lesson is for?
This lesson is designed for students in Years 6 to 9 who are developing more complex friendships and relationships and are ready to think critically about what makes these connections healthy or unhealthy.
It is suitable for:
upper primary and secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
respectful relationships programs
transition support as friendship groups change
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing healthy relationships as a topic Use when students are beginning to explore what respect, trust and fairness look like in friendships and relationships.
Building classroom culture Use when reinforcing expectations around respectful communication and fair treatment among peers.
Supporting transition periods Use when friendship groups are changing and students need language for navigating new relationships.
Practising safe responses Use when students are learning how to set a boundary or respond to pressure without needing to confront anyone directly.
Strengthening help-seeking confidence Use when students need clarity on who they can speak to if a relationship feels unhealthy.
Reinforcing respectful relationships learning Use when extending earlier work on friendships, communication or respect into more complex relationship dynamics.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students at this age are navigating more complex friendships and relationships, often without a clear sense of what respectful treatment should look like. Helping students think about relationships proactively, rather than only after something goes wrong, gives them language to notice unhealthy patterns early and the confidence to set boundaries or ask for support. The lesson supports a classroom culture where students understand that healthy relationships involve mutual respect, and that choosing to step back from a relationship that feels unhealthy is a reasonable and safe choice, not a failure.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Self awareness Students reflect on how a relationship makes them feel.
Relationship skills Students consider what respect, trust and fair treatment look like in practice.
Communication Students practise language for expressing a boundary or concern.
Critical thinking Students learn to notice patterns of pressure, control or unfair treatment.
Help-seeking Students identify trusted adults or support options available to them.
Self worth Students consider that they deserve relationships that treat them with respect.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind students not to name classmates or share personal relationship stories
Frame discussion around general scenarios, not specific people
Make clear the lesson is about building skills, not deciding who is right in a specific situation
Identify trusted adults students can speak to at school
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use general examples such as feeling pressured, not being listened to or being put down
Give students time to practise boundary language aloud or in writing
Reinforce that stepping back from an unhealthy relationship is a safe and reasonable choice, not the only response
Allow students to respond through discussion, writing or partner reflection depending on confidence and maturity
Supporting safe discussion
Keep examples general rather than tied to real people
Reinforce that asking for support is a responsible choice, not a last resort
Direct any disclosures to your school's usual support pathway rather than addressing them in the whole class discussion
Adaptation options
Use small group discussion for confident classes
Use written or individual reflection for quieter groups
Spend more time on trusted adults and support options if students need help identifying who to talk to
Some students may find this topic personally relevant. Keep language general and avoid asking anyone to share their own relationship experiences.
